[Federal Register: June 23, 2008 (Volume 73, Number 121)]
[Notices]
[Page 35376-35385]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr23jn08-36]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Overview
Information; Technical Assistance and Dissemination To Improve Services
and Results for Children With Disabilities; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2008
Catalog of Federal Domestic Assistance (CFDA) Numbers: 84.326L and
84.326W.
Note: This notice invites applications for two separate
competitions. For key dates, contact person information, and funding
information regarding each competition, see the chart in the Award
Information section of this notice.
DATES:
Applications Available: See chart.
Deadline for Transmittal of Applications: See chart.
Deadline for Intergovernmental Review: See chart.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and improve
results for children with disabilities by supporting technical
assistance, model demonstration projects, dissemination of useful
information, and implementation activities that are supported by
scientifically based research.
Priorities: In accordance with 34 CFR 75.105(b)(2)(iv) and (v),
these priorities are from allowable activities specified in the
statute, or otherwise authorized in the statute (see sections 663 and
681(d) of the Individuals with Disabilities Education Act (IDEA)). Each
of the absolute priorities announced in this notice corresponds to a
separate competition as follows:
------------------------------------------------------------------------
Absolute priority Competition CFDA number
------------------------------------------------------------------------
Technical Assistance Center on Outcomes 84.326L
for Infants, Toddlers, and Preschool
Children with Disabilities.
National Dropout Center for Students with 84.326W
Disabilities.
------------------------------------------------------------------------
Absolute Priorities: For FY 2008 and any subsequent year in which
we make awards based on the list of unfunded applicants from these
competitions, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), for each competition, we consider only applications that
meet the absolute priority for that competition.
The priorities are:
Absolute Priority 1--Technical Assistance Center on Outcomes for
Infants, Toddlers, and Preschool Children With Disabilities (84.326L).
Background: The Department's Office of Special Education Programs
(OSEP) has provided national leadership to support States in their
development of early childhood outcome systems (i.e., systems to
collect and use child and family outcome data for accountability and
program improvement purposes) for the Part C early intervention and
Part B preschool programs under IDEA. For example, OSEP funded the
Early Childhood Outcomes Center (ECO Center) in 2003 to promote the
development and implementation of child and family outcome measures for
infants, toddlers, and preschool children with disabilities that could
be used in Federal and State accountability systems. At the Federal and
State levels, outcome data are needed to monitor and assess the
efficacy of Part C early intervention and Part B preschool programs.
(For further information on the work of the ECO Center, go to http://
www.the-eco-center.org).
In the summer of 2005, after considering significant input from the
ECO Center and from professionals and families in the early
intervention and early childhood special education fields, OSEP
announced three functional child outcomes for the Part C early
intervention and the Part B preschool programs for States to report on
in their State Performance Plans and Annual Performance Reports (SPPs/
APRs) beginning with the SPPs/APRs due in February 2008. The child
outcomes for Part C and Part B preschool are as follows: The
percentages of children receiving services under Part C and Part B
preschool programs who demonstrate improved (a) positive social-
emotional skills (including social relationships); (b) acquisition and
use of knowledge and skills (including early language/communication
and, for preschool, early literacy); and (c) use of appropriate
behaviors to meet their needs. These outcomes are outlined in the SPP/
APR packages under indicator 3 for the Part C program and indicator 7
for the Part B program. Additionally, Part C early intervention
programs must report on three family outcomes. The Part C family
outcomes are as follows: The percentages of families participating in
Part C programs who report that early intervention services have helped
them (a) know their rights; (b) effectively
[[Page 35377]]
communicate their children's needs; and (c) help their children develop
and learn. These outcomes are outlined in the Part C SPP/APR packages
under indicator 4. More information on SPPs/APRs is available at:
http://www.rrfcnetwork.org/content/view/248/358/.
To date, States have made progress in developing and implementing
outcome systems for their Part C early intervention and Part B
preschool programs. However, States continue to need support in
developing, implementing, and evaluating high quality outcome systems
that produce valid, reliable, and accurate data. Additional work is
needed to ensure that stakeholders, including administrators, service
providers, policymakers, and families, understand the child and family
outcomes and how to accurately measure these outcomes. Additionally,
States continue to need support in: (a) Developing quality assurance
processes to ensure that service providers are trained in collecting
and reporting child outcome data and verifying the accuracy of that
data; (b) analyzing and using child and family outcome data for program
improvement at both the State and local levels; and (c) ensuring that
the Part C early intervention and Part B preschool outcome systems are
included in discussions as States plan accountability systems for other
early care and education programs.
Priority: The purpose of this priority is to fund a cooperative
agreement to support the establishment and operation of a Technical
Assistance Center on Outcomes for Infants, Toddlers, and Preschool
Children With Disabilities (Center) that will provide national
leadership to assist States with the implementation of high-quality
outcome systems for early intervention and preschool special education
programs.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. All projects funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
Application Requirements. An applicant must include in its
application--
(a) A logic model that depicts, at a minimum, the goals,
activities, outputs, and outcomes of the proposed project. A logic
model communicates how a project will achieve its outcomes and provides
a framework for both the formative and summative evaluations of the
project;
Note: The following Web site provides more information on logic
models and lists multiple online resources: http://www.cdc.gov/eval/
resources.htm
(b) A plan to implement the activities described in the Project
Activities section of this priority;
(c) A plan, linked to the proposed project's logic model, for a
formative evaluation of the proposed project's activities. The plan
must describe how the formative evaluation will use clear performance
objectives to ensure continuous improvement in the operation of the
proposed project, including objective measures of progress in
implementing the project and ensuring the quality of products and
services;
(d) A budget for a summative evaluation to be conducted by an
independent third party with experience in conducting evaluations;
(e) A budget for attendance at the following:
(1) A one and one half day kick-off meeting to be held in
Washington, DC within four weeks after receipt of the award, and an
annual planning meeting held in Washington, DC with the OSEP Project
Officer during each subsequent year of the project period.
(2) A three-day Project Directors' Conference in Washington, DC
during each year of the project period.
(3) A four-day Technical Assistance and Dissemination Conference in
Washington, DC during each year of the project period.
(4) One two-day trip annually to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(f) A line item in the proposed budget for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's activities, as those needs are
identified in consultation with OSEP.
Note: With approval from the OSEP Project Officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period.
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities. (a) Identify and document
evidence-based approaches for measuring functional child outcomes.
(b) Identify and document evidence-based approaches for measuring
family outcomes.
(c) In the first three months of the project period, identify a
minimum of four States to partner with to develop a high-quality
outcome system framework. Each partnering State must have commitments
from its Part C early intervention and Part B preschool programs to
participate in the activities of the Center. Additionally, the
partnering States must be diverse with regard to the assessment
approaches they utilize. Factors for consideration in selecting these
States could include the demographic and geographic characteristics of
each State, the history of outcome data collection and analysis in each
State, and the professional development activities in each State that
have focused on early childhood outcomes. The Center must obtain
approval from OSEP on the final selection of partnering States.
Note: To fulfill the requirements of paragraph (b) of the
Application Requirements of this priority, applicants must describe
the methods and criteria for recruiting and selecting States for
this activity in their application.
(d) In the first two years of the project period, partner with the
States identified in paragraph (c) of this section to develop,
implement, and evaluate a high-quality outcome system framework for
Part C early intervention and Part B preschool programs. In developing
this framework, the Center must work with the partner States to
describe and document the known components of high-quality State and
local level outcome systems and to identify, describe, and document any
additional components that make up high-quality State and local level
outcome systems. The known components must include, but are not limited
to, valid and reliable assessment approaches, a coordinated data
system, systematic data reporting mechanisms, comprehensive data
analysis (including the interpretation and use of data), ongoing
professional development, and continuous evaluation of the outcome
systems. Through this work, the Center must develop exemplars, tools,
and guidance that States (in addition to those partnering with the
Center) can use to implement the framework for high-quality State and
local level outcome systems within their unique settings.
Technical Assistance and Dissemination Activities. (a) Work
directly with States to increase their capacity to develop and maintain
high-quality outcome systems. The Center must facilitate the
development of State consortia or regional technical assistance (TA)
networks to maximize the number of States the Center reaches. In the
third, fourth, and fifth years of the
[[Page 35378]]
project period, the Center must provide TA to States on implementing
the high-quality outcome system framework developed in the first and
second years of the project period.
(b) Develop and coordinate a national TA network comprised of a
cadre of experts that the Center will use to provide TA to States to
assist them in improving their capacity to collect, report, and use
outcome data. The topics that this national TA network may focus on in
their work with States include, but are not limited to, developing
quality assurance processes, analyzing and using child and family
outcome data for program improvement purposes, ensuring that the Part C
early intervention and Part B preschool outcome systems are included in
discussions as States plan accountability systems for other early care
and education programs, and assisting States in meeting State and
Federal outcome data reporting requirements.
(c) Provide a continuum of general TA and dissemination activities
(e.g., managing Web sites, listservs, and communities of practice; and
holding conferences and training institutes) on evidence-based
practices that promote outcome measurement and data collection to State
educational agencies (SEAs), local educational agencies (LEAs), State
Part C lead agencies, local Part C programs, parents of young children
with disabilities, educators, service providers, members of
professional organizations and advocacy groups, researchers, and other
appropriate stakeholders. The Center's general TA must focus on helping
these stakeholders understand the child and family outcomes and how to
accurately measure them.
(d) Maintain a Web site that meets a government or industry-
recognized standard for accessibility and that links to the Web site
operated by the Technical Assistance Coordination Center (TACC), which
OSEP intends to fund in FY 2008.
(e) Prepare and disseminate reports, documents, and other materials
on child and family outcomes, outcome measurement, data collection and
utilization, and related topics as requested by OSEP for specific
audiences including SEAs, LEAs, State Part C lead agencies, local Part
C programs, parents of young children with disabilities, educators,
service providers, members of professional organizations and advocacy
groups, researchers, and other appropriate stakeholders.
In consultation with the OSEP Project Officer, make selected
reports, documents, and other materials available for SEAs, LEAs, State
lead agencies, local Part C programs, parents of young children with
disabilities, educators, service providers, members of professional
organizations and advocacy groups, and researchers, and others, as
appropriate, in both English and Spanish.
(f) Host an annual early childhood outcomes TA meeting in
Washington, DC for State-level Part C early intervention and Part B
preschool staff who are responsible for collecting, reporting, and
using child and family outcome data.
Leadership and Coordination Activities. (a) Develop and implement
strategies for ongoing stakeholder involvement in the work of the
Center, including SEAs, LEAs, State Part C lead agencies, local Part C
programs, parents of young children with disabilities, educators,
service providers, members of professional organizations and advocacy
groups, researchers, and others as appropriate.
(b) On an annual basis, compile and share data on States' APRs and
updated SPPs for IDEA Part B indicator 7 (preschool child outcomes) and
Part C indicator 3 (child outcomes) and indicator 4 (family outcomes)
by--
(1) Reviewing relevant sections of each State's APR and updated SPP
and summarizing the data on these indicators;
(2) Developing a summary report for each indicator that includes
information about States' progress in meeting targets for the
indicators, as well as any revisions made to States' monitoring and
data systems, measurement systems, or improvement strategies;
(3) Providing a summary report for each indicator to OSEP in a
timely manner and participating in OSEP-requested teleconferences to
discuss the findings of the summary reports; and
(4) Providing recommendations to OSEP on the most meaningful and
useful way to aggregate and analyze the child and family outcome data
at the national level.
(More information on Part B indicator 7 and Part C indicators 3 and
4 is available at: http://www.rrfcnetwork.org/content/view/409/47/)
(c) Establish and maintain an advisory committee to review the
activities and outcomes of the Center and provide programmatic support
and advice throughout the project period. At a minimum, the advisory
committee must meet on an annual basis in Washington, DC, and include
representatives from SEAs, LEAs, State Part C lead agencies, and local
Part C programs; individuals with disabilities; parents of children
with disabilities, including parents of young children with
disabilities; educators; service providers; members of professional
organizations and advocacy groups; researchers; and other appropriate
stakeholders. The Center must submit the names of proposed members of
the advisory committee to OSEP for approval within eight weeks after
receipt of the award.
(d) Establish and maintain a technical work group (TWG) made up of
experts in early childhood assessment and accountability, and family
outcome assessment to ensure that the highest standards of scientific
rigor are maintained in the Center's work. The Center must convene the
TWG at least once a year (via teleconference, in person, video
conference, or other method). The Center must submit the names of
proposed TWG members to OSEP for approval within eight weeks after
receipt of the award.
(e) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects, including the National Early Childhood Technical
Assistance Center, Regional Resource Centers, Parent Training and
Information Centers, the Center for Early Literacy Learning, the
Technical Assistance Center for Social Emotional Intervention, the
National Early Childhood Training Enhancement Center, and the Data
Accountability Center. This collaboration could include the joint
development of products, the coordination of TA services, and the
planning and carrying out of TA meetings and events.
(f) Collaborate and communicate with other national early childhood
accountability and assessment initiatives.
(g) Participate in, organize, or facilitate, as appropriate, OSEP
communities of practice (http://www.tacommunities.org/) that are
aligned with the Center's objectives in order to support discussions
and collaboration among key stakeholders.
(h) Prior to developing any new product, whether paper or
electronic, submit to the OSEP Project Officer and, as determined in
consultation with the OSEP Project Officer, the Proposed Product
Advisory Board at OSEP's TACC for approval, a proposal describing the
content and purpose of the product.
(i) Coordinate with the National Dissemination Center for
Individuals with Disabilities, which OSEP intends to fund in FY 2008,
to develop an efficient and high quality dissemination strategy that
reaches broad audiences. The Center must report to the OSEP
[[Page 35379]]
Project Officer the outcomes of these coordination efforts.
(j) Contribute, on an ongoing basis, updated information on the
Center's services to OSEP's Technical Assistance and Dissemination
Matrix (http://matrix.rrfcnetwork.org/), which provides current
information on Department-funded TA services to a range of
stakeholders.
(k) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and e-mail communication.
Fourth and Fifth Years of the Project: In deciding whether to
continue funding the Center for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), and in
addition--
(a) The recommendations of a review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC that will be held during the
last half of the second year of the project period. The Center must
budget for travel expenses associated with this one-day intensive
review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) The quality, relevance, and usefulness of the Center's
activities and products and the degree to which the Center's activities
and products have contributed to changed practice and improved outcome
systems.
Absolute Priority 2--National Dropout Prevention Center for Students
With Disabilities (84.326W)
Background: Completing high school is an indicator not only of
individual student accomplishment but also of a student's potential
future economic success. Research has shown that students who do not
complete high school are more likely to experience negative outcomes,
such as unemployment, underemployment, poverty, and incarceration.
Nationally, individuals who drop out of high school are 72 percent more
likely to be unemployed and earn 27 percent less than high school
graduates (U.S. Department of Labor, 2005).
Students with disabilities are particularly at risk of dropping out
of school. Studies estimate that the dropout rate among students with
disabilities may be almost double that of students without disabilities
(Capital Publications, 1997; U.S. Department of Education, 2007; U.S.
Department of Education, 2007b). Students with disabilities who drop
out of high school have poorer outcomes than their peers with
disabilities who complete school. The National Longitudinal Transition
Study-2 (NLTS2) reported that 4 out of 10 youth with disabilities who
completed high school participated in a postsecondary program; in
comparison, fewer than 1 out of 10 youth with disabilities who dropped
out of high school participated in a postsecondary program (Wagner,
Newman, Cameto, & Levine, 2005).
Dropout data reported by States indicate that from the 1993-1994
school year through the 2005-2006 school year the percentage of
students with disabilities exiting school by dropping out decreased
from 45 percent to 26 percent (U.S. Department of Education, 2007b).
While the dropout rate has decreased over time, the rate for the 2005-
2006 school year represents over 104,000 students with disabilities who
exited school by dropping out (U.S. Department of Education, 2007b).
This priority builds on OSEP's past investments to decrease the
dropout rate and increase the school completion rate for eligible
students with disabilities. OSEP funded the National Dropout Prevention
Center for Students with Disabilities (NDPC-SD) in 2003 to learn more
about evidence-based practices in dropout prevention and to support
State educational agencies (SEAs) in their efforts to assist local
educational agencies (LEAs) implement these practices. The NDPC-SD
worked with SEAs to address the dropout prevention, re-entry, and
school completion issues. (For further information on the work of the
NDPC-SD, go to http://www.ndpc-sd.org). A new center is needed to
continue to address these issues, and, in addition, assist SEAs to meet
State goals in their State Performance Plan (SPP) and Annual
Performance Report (APR) indicators related to reducing the dropout
rate and increasing school completion.
Priority: The purpose of this priority is to fund a cooperative
agreement to support the establishment and operation of a National
Dropout Prevention Center for Students with Disabilities (Center) that
will provide States and LEAs with technical assistance (TA) on
implementing and evaluating effective comprehensive dropout prevention,
re-entry, and school completion models and practices for students with
disabilities; developing and improving data collection systems to track
students at risk of dropping out; and designing training activities for
policy makers, administrators, and practitioners that will help them
support efforts to improve dropout prevention, re-entry, and school
completion for students with disabilities.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. The project funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
Application Requirements. An applicant must include in its
application--
(a) A logic model that depicts, at a minimum, the goals,
activities, outputs, and outcomes of the proposed project. A logic
model communicates how a project will achieve its outcomes and provide
a framework for both the formative and summative evaluations of the
project;
Note: The following Web site provides more information on logic
models and lists multiple online resources: http://www.cdc.gov/eval/
resources.htm
(b) A plan to implement the activities described in the Project
Activities section of this priority;
(c) A plan, linked to the proposed project's logic model, for a
formative evaluation of the proposed project's activities. The plan
must describe how the formative evaluation will use clear performance
objectives to ensure continuous improvement in the operation of the
proposed project, including objective measures of progress in
implementing the project and ensuring the quality of products and
services;
(d) A budget for attendance at the following:
(1) A one and one half day kick-off meeting to be held in
Washington, DC within four weeks after receipt of the award, and a one
day annual planning meeting held in Washington, DC with the OSEP
Project Officer during each subsequent year of the project period.
(2) A three-day Project Directors' Conference in Washington, DC
during each year of the project period.
(3) A four-day Technical Assistance and Dissemination Conference in
Washington, DC during each year of the project period.
(4) Four two-day trips annually to attend Department briefings,
Department-sponsored conferences, and other meetings as requested by
OSEP; and
(e) A line item in the proposed budget for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's activities, as those needs are
identified in consultation with OSEP.
[[Page 35380]]
Note: With approval from the OSEP Project Officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period.
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities. (a) Conduct literature reviews
and build on previous literature reviews to identify the critical
components of effective and promising models and practices that have
been shown to improve outcomes in dropout prevention, re-entry, and
school completion.
(b) Collaborate with other technical assistance providers funded by
the Department and other Federal agencies to identify strategies for
incorporating dropout prevention, re-entry, and school completion
models and practices for students with disabilities into broader school
improvement efforts. For example, the Department's National High School
Center, in its technical assistance to Regional Comprehensive Centers
and States, incorporates strategies related to dropout prevention, re-
entry, and school completion for students with disabilities as an
approach to creating and maintaining excellent high schools. For
further information on the work of the High School Center, go to http:/
/www.betterhighschools.org.
Technical Assistance and Dissemination Activities. (a) Provide TA
to States and LEAs to increase their capacity to design and implement
effective dropout prevention, re-entry, and school completion models
and practices. The TA must be focused on helping States and LEAs
implement the critical components of high quality dropout prevention,
re-entry, and school completion models and practices identified through
research and literature reviews.
(b) Work with States and LEAs to develop training activities for
policy makers, administrators, and practitioners that will help them
support effective and promising models and practices to improve dropout
prevention, re-entry, and school completion for students with
disabilities.
(c) Host an annual national forum in Washington, DC for
researchers, policymakers, administrators, practitioners, and other
appropriate stakeholders to exchange information on implementing
evidence-based dropout prevention, re-entry, and school completion
models and practices; establish interagency networks to support the
implementation of these models and practices; and develop effective
data systems that collect and use data for the purpose of identifying
students with disabilities that are at risk of dropping out.
(d) Provide a continuum of general TA and dissemination activities
(e.g., managing Web sites, listservs, and communities of practice; and
holding conferences and training institutes) on evidence-based
practices that promote effective dropout prevention, re-entry, and
school completion.
(e) Maintain a Web site that meets a government or industry-
recognized standard for accessibility and that links to the Web site
operated by the Technical Assistance Coordination Center (TACC), which
OSEP intends to fund in FY 2008.
(f) Prepare and disseminate reports, documents, and other materials
on dropout prevention, re-entry, and school completion practices and
programs, and related topics, as requested by OSEP, for specific
audiences including families, practitioners, administrators,
policymakers, and researchers. To reach the widest audience possible,
dissemination strategies must involve collaboration with other TA
providers, organizations, and researchers, as well as the National
Dissemination Center for Individuals with Disabilities (Dissemination
Center), as described in paragraph (f) in the Leadership and
Coordination Activities section of this priority. In consultation with
the OSEP Project Officer, make selected reports, documents, and other
materials available for families, practitioners, administrators, policy
makers, and researchers in both English and Spanish.
(g) Develop materials and guidance for States and provide targeted
TA related to the performance and compliance indicators on their APRs
and SPPs, as requested by OSEP.
Leadership and Coordination Activities. (a) Compile and share data
on States' APRs and updated SPPs for IDEA Part B indicator 1
(Graduation) and indicator 2 (Dropout) by--
(1) Reviewing relevant sections of each State's APR and updated SPP
and summarizing the data on these indicators;
(2) Developing a summary report for each indicator that includes
information about States' progress in meeting targets for the
indicators, as well as any revisions made to States' monitoring and
data systems, measurement systems, or improvement strategies; and
(3) Providing a summary report for each indicator to OSEP in a
timely manner and participating in OSEP-requested teleconferences to
discuss the findings of the summary reports.
(More information on Part B indicator 1 and indicator 2 is
available at: http://www.rrfcnetwork.org/content/view/409/47/).
(b) Establish and maintain an advisory committee to review the
activities and outcomes of the Center and provide programmatic support
and advice throughout the project period. At a minimum, the advisory
committee must meet on an annual basis in Washington, DC, and consist
of family members of children with disabilities, students, policy
makers, service providers, business and industry representatives,
researchers, administrators, advocates, and other appropriate
stakeholders. The Center must submit the names of proposed members of
the advisory committee to OSEP for approval within eight weeks after
receipt of the award.
(c) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects including the National Secondary Transition Technical
Assistance Center, the National Postsecondary Outcomes Center, the
National High School Center, the Regional Resource Centers, and the
National and Regional Parent Technical Assistance Centers. This
collaboration could include the joint development of products, the
coordination of TA services, and the planning and carrying out of TA
meetings and events.
(d) Participate in, organize, or facilitate, as appropriate, OSEP
communities of practice (http://www.tacommunities.org/) that are
aligned with the Center's objectives as a way to support discussions
and collaboration among key stakeholders.
(e) Prior to developing any new product, whether paper or
electronic, submit to the OSEP Project Officer and, as determined in
consultation with the OSEP Project Officer, the Proposed Product
Advisory Board at OSEP's TACC for approval, a proposal describing the
content and purpose of the product.
(f) Coordinate with the Dissemination Center, which OSEP intends to
fund in FY 2008, to develop an efficient and high-quality dissemination
strategy that reaches broad audiences. The Center must report to the
OSEP Project Officer the outcomes of these coordination efforts.
(g) Contribute, on an ongoing basis, updated information on the
Center's services to OSEP's Technical Assistance and Dissemination
Matrix (http://matrix.rrfcnetwork.org/), which provides current
information on Department-funded TA services to a range of
stakeholders.
[[Page 35381]]
(h) Conduct a summative evaluation of the Center in collaboration
with the OSEP-funded Center to Improve Project Performance (CIPP) as
described in the following paragraphs. This summative evaluation must
examine the outcomes or impact of the Center's activities in order to
assess the effectiveness of those activities.
Note: The major tasks of CIPP would be to guide, coordinate, and
oversee the summative evaluations conducted by selected Technical
Assistance, Personnel Development, Parent Training and Information
Center, and Technology projects that individually receive $500,000
or more in funding from OSEP annually. The efforts of CIPP are
expected to enhance individual project evaluations by providing
expert and unbiased assistance in designing evaluations, conducting
analyses, and interpreting data.
To fulfill the requirements of the summative evaluation to be
conducted under the guidance of CIPP and with the approval of the OSEP
Project Officer, the Center must--
(1) Hire or designate, with the approval of the OSEP Project
Officer, a project liaison staff person with sufficient dedicated time,
evaluation experience, and knowledge of the Center to work with CIPP on
the following tasks: (i) Planning for the Center's summative evaluation
(e.g., selecting evaluation questions, developing a timeline for the
evaluation, locating sources of relevant data, and refining the logic
model used for the evaluation), (ii) developing the summative
evaluation design and instrumentation (e.g., determining quantitative
or qualitative data collection strategies, selecting respondent
samples, and pilot testing instruments), (iii) coordinating the
evaluation timeline with the implementation of the Center's activities,
(iv) collecting summative data, and (v) writing reports of summative
evaluation findings;
(2) Cooperate with CIPP staff in order to accomplish the tasks
described in paragraph (1) of this section; and
(3) Dedicate $40,000 of the annual budget request for this project
to cover the costs of carrying out the tasks described in paragraphs
(1) and (2) of this section, implementing the Center's formative
evaluation, and traveling to Washington, DC in the second year of the
project period for the Center's review for continued funding.
(i) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and e-mail communication.
Fourth and Fifth Years of the Project: In deciding whether to
continue funding the Center for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), and in
addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC that will be held during the
last half of the second year of the project period;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) The quality, relevance, and usefulness of the Center's
activities and products and the degree to which the Center's activities
and products have contributed to changed practice in dropout prevention
and re-entry and school completion rates.
References:
Capital Publications. (1997). Special education dropout rate remains
stagnant. Special Education Law Reporter, 23(1), 1-2.
U.S. Department of Education, National Center for Educational
Statistics. (2007). Percentage of high school dropouts among persons
16 through 24 years old. Digest of Education Statistics. Retrieved
May 23, 2008 from http://nces.ed.gov/programs/digest/d07/tables/
dt07_105.asp
U.S. Department of Education. (2007b). 27th Annual Report to
Congress on the Implementation of the Individuals with Disabilities
Education Act. Washington, DC: Author.
U.S. Department of Education. (2007b). Children with Disabilities
Exiting Special Education, 2005-2006. Washington, DC: Author.
U.S. Department of Labor. (2005). Educational resources: So you're
thinking of dropping out of school. Downloaded May 5, 2005 from
http://www.dol.gov/asp/fibre/dropout.htm.
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes
over time in the early postschool outcomes of youth with
disabilities. A report of findings from the National Longitudinal
Transition Study (NLTS) and the National Longitudinal Transition
Study-2 (NLTS2).Menlo Park, CA: SRI International.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of the IDEA, however, makes the public
comment requirements of the APA inapplicable to the priorities in this
notice.
Program Authority: 20 U.S.C. 1463 and 1481.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreements.
Estimated Available Funds: $1,500,000. Please refer to the
``Estimated Available Funds'' column of the chart in this section for
the estimated dollar amounts for individual competitions.
Estimated Range of Awards: See chart.
Estimated Average Size of Awards: See chart.
Maximum Awards: See chart.
Estimated Number of Awards: See chart.
Project Period: See chart.
[[Page 35382]]
Individuals With Disabilities Education Act--Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities--Application Notice for Fiscal Year 2008
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Estimated
Applications Deadline for Deadline for Estimated average Maximum Estimated
CFDA number and name available transmittal of intergovernmental available size of award * number of Project period Contact person
applications review funds awards (per year) awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.326L--Technical Assistance June 23, 2008...... July 23, 2008...... September 22, 2008... $800,000 $800,000 * $800,000 1 Up to 60 months.... Jennifer Tschantz (202)
Center on Outcomes for Infants, 245-7556 Rm 4057.
Toddlers & Preschool Children
with Disabilities.
84.326W--National Dropout Center June 23, 2008...... July 23, 2008...... September 22, 2008... 700,000 700,000 * 700,000 1 Up to 60 months.... Selete Avoke (202) 245-
for Students with Disabilities. 7260 Rm 4121.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative
Services may change the maximum amount through a notice published in theFederal Register.
The Assistant Secretary may use the priorities in this notice for competitions in FY 2009 and later years.
Note: The Department of Education is not bound by any estimates
in this notice.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs; public charter schools that are
LEAs under State law; IHEs; other public agencies; private nonprofit
organizations; outlying areas; freely associated States; Indian tribes
or tribal organizations; and for-profit organizations.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
program must make positive efforts to employ and advance in employment
qualified individuals with disabilities (see section 606 of IDEA).
(b) Applicants and grant recipients funded under this program must
involve individuals with disabilities or parents of individuals with
disabilities ages birth through 26 in planning, implementing, and
evaluating the projects (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: Education Publications
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone, toll
free: 1-877-433-7827. FAX: (301) 470-1244. If you use a
telecommunications device for the deaf (TDD), call, toll free: 1-877-
576-7734.
You can contact ED Pubs at its Web site, also: http://www.ed.gov/
pubs/edpubs.html or at its e-mail address: edpubs@inet.ed.gov.
If you request an application from ED Pubs, be sure to identify the
competition to which you want to apply, as follows: CFDA Number 84.326L
or 84.326W.
Individuals with disabilities can obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the person or team
listed under Alternative Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for each competition
announced in this notice.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit Part III to
the equivalent of no more than 70 pages for each absolute priority,
using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the two-page abstract, the
resumes, the bibliography, the references, or the letters of support.
The page limit, however, does apply to the application narrative in
Part III.
We will reject your application if you exceed the page limit; or if
you use other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: See chart.
Deadline for Transmittal of Applications: See chart.
Applications for grants under this program may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or in
paper format by mail or hand delivery, please refer to section IV. 6.
Other Submission Requirements in this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
in this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: See chart.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal
[[Page 35383]]
Programs under Executive Order 12372 is in the application package for
each of the competitions announced in this notice.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section in this notice.
6. Other Submission Requirements: Applications for grants under
this program may be submitted electronically or in paper format by mail
or hand delivery.
a. Electronic Submission of Applications.
To comply with the President's Management Agenda, we are
participating as a partner in the Governmentwide Grants.gov Apply site.
The Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities program, CFDA Numbers 84.326L
and 84.326W, announced in this notice are included in this project. We
request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use the Governmentwide Grants.gov Apply site at http://www.Grants.gov.
Through this site, you will be able to download a copy of the
application package, complete it offline, and then upload and submit
your application. You may not e-mail an electronic copy of a grant
application to us.
You may access the electronic grant application for the Technical
Assistance and Dissemination to Improve Services and Results for
Children With Disabilities program competitions--CFDA numbers 84.326L
and 84.326W at http://www.Grants.gov. You must search for the
downloadable application package for this program by the CFDA number.
Do not include the CFDA number's alpha suffix in your search (e.g.,
search for 84.326, not 84.326L). Please note the following:
Your participation in Grants.gov is voluntary.
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date.
We do not consider an application that does not comply with the
deadline requirements. When we retrieve your application from
Grants.gov, we will notify you if we are rejecting your application
because it was date and time stamped by the Grants.gov system after
4:30:00 p.m., Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for the competition to which you
are applying to ensure that you submit your application in a timely
manner to the Grants.gov system. You can also find the Education
Submission Procedures pertaining to Grants.gov at http://
eGrants.ed.gov/help/GrantsgovSubmissionProcedures.pdf.
To submit your application via Grants.gov, you must
complete all steps in the Grants.gov registration process (seehttp://
www.grants.gov/applicants/get_registered.jsp). These steps include (1)
registering your organization, a multi-part process that includes
registration with the Central Contractor Registry (CCR); (2)
registering yourself as an Authorized Organization Representative
(AOR); and (3) getting authorized as an AOR by your organization.
Details on these steps are outlined in the Grants.gov 3-Step
Registration Guide (see http://www.grants.gov/section910/
Grants.govRegistrationBrochure.pdf). You also must provide on your
application the same D-U-N-S Number used with this registration. Please
note that the registration process may take five or more business days
to complete, and you must have completed all registration steps to
allow you to submit successfully an application via Grants.gov. In
addition you will need to update your CCR registration on an annual
basis. This may take three or more business days to complete.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
If you submit your application electronically, you must
submit all documents electronically, including all information you
typically provide on the following forms: Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications. Please note
that two of these forms--the SF 424 and the Department of Education
Supplemental Information for SF 424--have replaced the ED 424
(Application for Federal Education Assistance).
If you submit your application electronically, you must
attach any narrative sections of your application as files in a .DOC
(document), .RTF (rich text), or .PDF (Portable Document) format. If
you upload a file type other than the three file types specified in
this paragraph or submit a password-protected file, we will not review
that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by e-mail. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC, time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC,
time, on
[[Page 35384]]
the application deadline date, please contact the person listed under
FOR FURTHER INFORMATION CONTACT in section VII in this notice and
provide an explanation of the technical problem you experienced with
Grants.gov, along with the Grants.gov Support Desk Case Number. We will
accept your application if we can confirm that a technical problem
occurred with the Grants.gov system and that that problem affected your
ability to submit your application by 4:30:00 p.m., Washington, DC,
time, on the application deadline date.
The Department will contact you after a determination is made on
whether your application will be accepted.
Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.
b. Submission of Paper Applications by Mail.
If you submit your application in paper format by mail (through the
U.S. Postal Service or a commercial carrier), you must mail the
original and two copies of your application, on or before the
application deadline date, to the Department at the applicable
following address:
By mail through the U.S. Postal Service: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number 84.326L
or 84.326W), 400 Maryland Avenue, SW., Washington, DC 20202-4260, or
By mail through a commercial carrier: U.S. Department of Education,
Application Control Center, Stop 4260, Attention: (CFDA Number 84.326L
or 84.326W),7100 Old Landover Road, Landover, MD 20785-1506.
Regardless of which address you use, you must show proof of mailing
consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
c. Submission of Paper Applications by Hand Delivery.
If you submit your application in paper format by hand delivery,
you (or a courier service) must deliver the original and two copies of
your application by hand, on or before the application deadline date,
to the Department at the following address: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number 84.326L
or 84.326W), 550 12th Street, SW., Room 7041, Potomac Center Plaza,
Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 and are listed in the application packages for each
competition announced in this notice.
2. Peer Review: In the past, the Department has had difficulty
finding peer reviewers for certain competitions, because so many
individuals who are eligible to serve as peer reviewers have conflicts
of interest. The Standing Panel requirements under IDEA also have
placed additional constraints on the availability of reviewers.
Therefore, the Department has determined that, for some discretionary
grant competitions, applications may be separated into two or more
groups and ranked and selected for funding within specific groups. This
procedure will make it easier for the Department to find peer
reviewers, by ensuring that greater numbers of individuals who are
eligible to serve as reviewers for any particular group of applicants
will not have conflicts of interest. It also will increase the quality,
independence, and fairness of the review process, while permitting
panel members to review applications under discretionary grant
competitions for which they also have submitted applications. However,
if the Department decides to select an equal number of applications in
each group for funding, this may result in different cut-off points for
fundable applications in each group.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award Notice
(GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section in this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section in this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. If you receive a multi-year award, you must submit an
annual performance report that provides the most current performance
and financial expenditure information as directed by the Secretary
under 34 CFR 75.118. The Secretary may also require more frequent
performance reports under 34 CFR 75.720(c). For specific requirements
on reporting, please go to http://www.ed.gov/fund/grant/apply/appforms/
appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program. These
measures focus on: The extent to which projects provide high-quality
products and services, the relevance of project products and services
to
[[Page 35385]]
educational and early intervention policy and practice, and the use of
products and services to improve educational and early intervention
policy and practice.
The grantee will be required to provide information related to
these measures in annual reports to the Department.
The grantee also will be required to report information on the
project's performance in annual reports to the Department (34 CFR
75.590).
VII. Agency Contact
For Further Information Contact: See chart in the Award Information
section of this notice for the individual contact person's name, room
number and telephone number. You can write to the contact at the
following address: U.S. Department of Education, 400 Maryland Avenue,
SW., Potomac Center Plaza (PCP), Washington, DC 20202-2550. If you use
a TDD, call the Federal Relay Service (FRS), toll-free, at 1-800-877-
8339.
VIII. Other Information
Alternative Format: Individuals with disabilities can obtain this
document and a copy of the application package in an alternative format
(e.g., Braille, large print, audiotape, or computer diskette) by
contacting the Grants and Contracts Services Team, U.S. Department of
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS,
toll free, at 1-800-877-8339.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: http://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://www.gpoaccess.gov/
nara/index.html.
Dated: June 16, 2008.
Tracy R. Justesen,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. E8-14123 Filed 6-20-08; 8:45 am]
BILLING CODE 4000-01-P